One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. OVERVIEW: Unit Organizer: Energy in Our Life (Approximate Time: Seven weeks ) This unit is based on the understanding that energy exists in many forms due to the existence of a variety of forces (gravitational, electromagnetic, heat) that affect matter. In this unit, students will understand ways in which energy can be transferred and transformed. Content topics include conservation of energy and the investigation of different forms and interconversions of energy The suggested culminating activity, the analysis of energy transformations from a power plant to a household appliance, integrates the characteristics of science with the content standards. STANDARDS ADDRESSED IN THIS UNIT: Focus Standards: S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. c. Compare and contrast the different forms of mechanical, heat, electrical and magnetic energy and their characteristics. d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature. a. Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are. b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy. c. Investigate and explain that electric currents and magnets can exert force on each other. May 10, 2007 Page 1 of 8
SUPPORT STANDARDS ADDRESSED IN THIS UNIT: One Stop Shop For Teachers Characteristic of Science: S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. b. Find the mean, median, and mode and use them to analyze a set of scientific data. c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters). d. Decide what degree of precision is adequate, and round off appropriately. e. Address the relationship between accuracy and precision. Use ratios and proportions, including constant rates, in appropriate problems. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Use appropriate tools and units for measuring objects and/or substances. c. Learn and use standard safety practices when conducting scientific investigations. May 10, 2007 Page 2 of 8
One Stop Shop For Teachers S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion, conclusions based on insufficient evidence). c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control. d. Recognize that there may be more than one way to interpret a given set of findings. S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change. May 10, 2007 Page 3 of 8
One Stop Shop For Teachers Nature of Science: S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator s credibility with other scientists and society. f. Scientists use technology and mathematics to enhance the process of scientific inquiry. g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research. ENDURING UNDERSTANDINGS: Students will understand that: 1. Energy appears in different forms such as mechanical energy, gravitational energy, heat energy, and electric and magnetic energy. 2. Energy cannot be created or destroyed, but only changed from one form into another. 3. Transformations of energy usually release some energy typically in the form of heat. 4. Temperature changes as heat is transferred from a hotter object to a colder one. 5. Heat transfer occurs by conduction, convection, or radiation. 6. Electric forces arise from the presence of an unbalance in electric charge. 7. Magnetic forces arise from the movement of electrical charge. 8. An electric circuit allows electrons to flow from a negative pole (excess electrons) to a positive pole (deficient in electrons). 9. Series and parallel circuits can be used to control the amount of electric energy produced. 10. Every object exerts gravitational force on every other object. The force depends on the mass of the objects and the distance between them. May 10, 2007 Page 4 of 8
One Stop Shop For Teachers ESSENTIAL QUESTIONS: How can a roller coaster move along its track without an engine pushing or pulling on it? How is energy transferred to my home? How do stereo speakers work? How are electric circuits wired? How does energy travel from the Sun to the Earth? How are wind and ocean currents created? How is lighting different from the electricity that I used at home? CONCEPTS: Energy, energy transformation, Law of Conservation of Energy, potential energy, kinetic energy, mechanical energy, heat, temperature, electric energy, magnetic energy, conduction, radiation, convection, molecules, atoms, mass, force, magnetic force, electric force, gravitational force, circuits, parallel circuits, series circuits, electric currents, electric charge, electrons, electromagnets. LANGUAGE: Atoms Attractive force Balance Circuits Conduction Convection Electric charge Electric currents Electric energy Electric force Electromagnets Electrons Energy Energy transformation Force Gravitational force Heat Kinetic energy Law of Conservation of Energy Magnet Magnetic energy Magnetic field Magnetic force Mass Mechanical energy Molecules Parallel circuits Potential energy Radiation Repulsive force Series circuits Temperature Unbalance May 10, 2007 Page 5 of 8
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Energy gets used up or runs out. MISCONCEPTIONS Energy is destroyed in transformations from one type to another. PROPER CONCEPTIONS Energy is conserved. Energy is transformed from one form into another but it cannot be recycled. Energy can be recycled. Something not moving can t have any energy. A force acting on an object does work even if the object does not move. Energy is a force. A cold body contains no heat. Sweaters will heat you up. At absolute zero motion of every part of an object stops. Cold can flow. Heat and cold flow like liquids. Heat and temperature are the same things. Objects at rest have potential energy stored energy. Moving objects have kinetic energy. For work to happen an object must suffer a displacement due to the action of a force that is applied to it. Energy is the ability of an object to do work. Force is an action that pushes or pulls an object. Unless the object is at absolute zero, its molecules are always oscillating and therefore it generates some amount of heat energy. Sweaters help in slowing down the rate of heat lost from your body by creating an insulation layer between you and the cold air around you. Temperature is a quantity that measures how fast the atoms and molecules which make up the object move or oscillate. As an object is cooled the oscillations of its atoms and/or molecules slow down up to a point in which this oscillations are the slowest they can possible be. The temperature which corresponds to this point is called absolute zero. Energy flows. Energy always flows from regions of high energy (high temperature) to regions of low energy (low temperature). Heat is transferred by molecular collisions or by absorption of radiant energy by molecules. The transfer of heat happens either by conduction, radiation, or convection. Temperature is a measure of the internal energy of the system. Heat is a form of energy. May 10, 2007 Page 6 of 8
Skin is a good thermometer. EVIDENCE OF LEARNING: One Stop Shop For Teachers May 10, 2007 Page 7 of 8 A good thermometer is a substance that possesses a particular physical characteristic that changes on a constant way when exposed to a particular temperature. The skin does not possess this property. Culminating Activity: The students will do a classroom presentation tracing the energy transformations necessary to move energy from a power plant to a household appliance. The classroom presentation could be in anyone of the following formats: a written analytic expository paper a diagram a virtual tour a multimedia presentation a model a flow chart with foot notes The presentation should address the following topics: an explanation of the types of energy transformations necessary to transfer energy from the power plant to a household appliance a description of the household appliance and how it works an explanation of how energy is generated in the power plant, i.e., how energy is transformed from hydroelectric, wind, carbon fuel, or solar energy to electrical energy description of how houses and electric appliances are wired Knowledge Suggested Tasks Sample Activities Predict the final velocity of various sized balls dropped from various 1. Explain the relationship between potential and kinetic energy heights. 2. Explain the relationship between potential and kinetic energy Investigate the motion of Slinkies, yo-yos, superballs, pogo sticks. 3. Describe how heat can be transferred through matter by the collisions of atoms (conduction). Heat race Observe the rate at which heat is conducted through the length of wax-coated wires made up of various metals (Fe, Cu, Al).
4. Describe how heat can be transferred in liquids or gases by convection currents. 5. 6. Describe how heat can be transferred through space by radiation 7. Investigate and explain that magnets can exert force on each other 8. Investigate and explain that electric currents and magnets can exert force on each other. One Stop Shop For Teachers UNIT RESOURCES Compare and contrast heat conduction properties of a conductor (Al) with an insulator (glass). Generate convection currents using hot and cold water. Construction of a simple windmill using convection currents. Test black, white and shiny metallic surfaces as effective emitters and absorbers of heat radiation. How do magnets interact with each other and a variety of classroom objects? Students discover that metallic objects made up of iron and steel are magnetic, while those made up of copper and aluminum are non-magnetic. Variation of the strength of a magnet (number of paper clips that can be attracted) as a function of distance from the magnet. Demonstrate electromagnetism and relate this to how a generator works. Build a door bell or a speaker. http://www.coolmagnetman.com/magindex.htm This site provides information about magnetism and offers some experiments that can be done with magnets and electromagnets. http://www.sciencejoywagon.com/physicszone/lesson/otherpub/wfendt/generatorengl.htm This Java applet simulates a generator that is reduced to its most important parts. http://videos.howstuffworks.com/speaker-video.htm The site shows videos about how different electric instruments that use electromagnets work. May 10, 2007 Page 8 of 8